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Disasters *Grade 7 Unit 1 (UNIT 2: Do our decisions impact people?,…

- - - - Activity 1B:
        Group work:
        Once the group has come to a clear consensus they must use the knowledge and information acquired from the discussion to formulate a response of their own in the form of an expository essay.
        
        Final Product:
        Expository essay to formulate a response of their own
      - FLIPCLASS:
        For this activity you must read the article found at the link provided here: Introduction to Human Evolution.
        Refer to PBL Grade 7 ISN
      - Final Product:
        Socratic discussion search and then have a socratic discussion where they discuss what they understand about the interrelatedness of Earth and nature.
  - - - Activity 2B:
        Small Group Work:
        The group discussion on pollution should provide the learners with information to be able to design an infographic on Canva.
        
        Level of Teaching:
        
        Natural Sciences
        
        Learners will be required to understand the different types of pollution, mainly water pollution which they were taught in Grade 6.
        
        Learners will be required to know about recycling materials and how each type of material should be recycled correctly (e.g. Batteries should be disposed of properly instead of just throwing it in the dustbin.
        
        Learners will be required to know about mixtures and methods of physical separation which is Grade 7 work.
        
        Learners will be required to use their prior knowledge from Grade 6 which is water pollution, protecting wetlands as well as other forms of pollution and build onto that knowledge by investigating further using the activity.
        
        Learning Outcomes:
        NS 6.1, NS 6.3, NS 6.4, NS 6.5, NS 6.6,
        
        English
        
        The learners will having a group discussion about pollution. Information will be supplied. In their groups they will create an informational text - an infographic - on pollution. They will watch the following link to help them set up their infographic on Canva:
        Learning Outcomes:
        VC 1 VC 2 VC 3 VC 4 VC 5 VC 6 VC 7 VC 8 VC 9 VC 10 VC 11 VC 12
        (https://www.youtube.com/watch?v=rl9ZcfKt8sY)
        
        PSWD
        
        The group members' behaviour and responsibility shown during the jigsaw activity will be determined by their ability to apply the good 'teamwork' that they have been learning about....
        
        The Arts
        
        Level of Teaching:
        The skill of presenting information in a visually pleasing way that communicates the desired message, will be revised.
        Learners should focus on the elements of design (space, line, colour) and the principles of design (balance, proportion, emphasis, similarity and contrast) in the way the graphics, as well as the text, are arranged.
        Learning Outcomes:
        VA 2, VA 3, VA 10
        
        Final Product:
        Infographic on Canva (or similar), submitted via a PDF uploaded to the Teams Assignment
      - FLIPCLASS:
        For this activity you will need to rewrite those definitions in your own words to show that you understand what they mean.
        Refer to PBL Grade 7 ISN
  - - - FLIPCLASS:
        Read the article from Lumen learning and ensure that you understand what it is about.
        Refer to PBL Grade 7 ISN
      - Activity 3B:
        Group work
        Learners will participate in a Socratic discussion about whether all water should be reused at home to water any plants in the garden irrespective of what the water was used for. They will consider the effects of pH.
        
        Level of Teaching:
        
        Natural Sciences:
        
        Learners will be introduced to Acids and Bases in which they will understand the differences between the two concepts.
        
        Learners will be required to use their prior knowledge from their flipped class work as well as last year's work that they completed in Grade 6 to assist them with the activity.
        
        The learners must also have the knowledge of the properties of Acids and Bases which will be taught to them.
        
        Learning Outcomes:
        NS 6.7, NS 6.8, NS 6.9, NS 6.10, NS 6.11, NS 6.12, NS 6.13, NS 6.14
        
        English:
        
        The learners will revise the basic parts of a Socratic Discussion before they do it in Activity 3.
        Learning Outcomes:
        LS 3 LS 5 LS 6LS 8 LS 11 LS 16 LS 18 LS 19
        
        The Visual Arts:
        
        Learners will apply their understanding of design elements and principles while creating the collage.
        This will form part of their formative skill development to prepare for the Poetry Activity in Unit 1.
        
        Content/concepts/skills
        • Drawing and painting: exploring a variety of media and techniques – line, tone, texture, mark-making • Art elements – line, tone, texture, shape
        • Design principles – balance, contrast, emphasis
        • Themes to explore – observational projects (small objects and still life arrangements)
        • Variation of 'paper' size and format (media)
        Learning Outcomes:
        VA 2, VA 3
  - - - FlipClass: learners will summarise research about Acid Rain and create a Wakelet of the sites used.
        *Refer to PBL Grade 7 ISN.
      - Activity 4B:
        Group work
        Learners will present the findings of their investigation in a Sway and how this can be used to guide decisions we as humans make particularly in this instance with regards to the burning of fossil fuels for energy and the safety of our food products that are grown through agriculture.
        
        Level of Teaching:
        
        Natural Sciences
        
        Learners will be completing an experiment that relates to the content that they are learning which is pH levels as well as acid rain.
        
        Learners will be following the Scientific Method which they were already taught in Grade 6 as well as Grade 7 Term 1.
        
        The learners will have to go into greater detail with the Scientific Method as this relates to the main topic of the term. They are also going to have to apply their skills and knowledge from Natural Science and incorporate it to a real-world problem (Problem-Based Learning).
        
        Learning Outcomes:
        NS 6.2
        
        ICT
        
        Learners need to take all the knowledge that they have about creating multi media presentations that grabs and keeps peoples attention. Learners need to create a presentation that supports and adds value to the information that they have gathered
        Learning Outcomes:
        
        English
        
        Learners will revise the importance of good format and grammar skills.
        Learning Outcomes:
        WS 1 WS 4 WS 6 WS 8 WW 1 WW 2 WW 3 WW 4 WW 5 WW 9 WW 10 EG 1 EG 2 EG 4 EG 6 EG 7 EG 8 EG 9 EG 12 EG 22 EG 23 EG 24 EG 25 EG 28 EG 29
        
        The Arts
        
        Level of Teaching:
        Learners should focus on the elements of design (space, line, colour) and the principles of design (balance, proportion, emphasis, similarity and contrast).
        • Design principles – balance, contrast, emphasis
        • Variation of media size and format
        This informal activity will allow learners to practise and receive feedback regarding their skill in using the design principles (in preparation for the formal assessment in Unit 1 - Poetry Activity)
        Learning Outcomes:
        VA 2, VA 3, VA 4, VA 8
  - - - FlipClass: Summarise/reflect on knowledge gained in this unit.
        *Refer to PBL Grade 7 ISN
      - Conclusion:
        Learners will be required to reflect on the work that they have done throughout this unit while keeping in mind the driving question (Do our decisions have an impact on nature?)
- - - - how to conduct research that helps an individuals answer research questions
        
        how to create research questions
    - - Visual Literacy:
        Content/concepts/skills
        • Art Elements: use in description of artworks (shape, line, tone, texture, colour)
        • Design principles: use in description of artworks: proportion, harmony, rhythm, emphasis, contrast
        • Emphasis on learners’ personal expression and interpretation
        • Communication: Express, identify/name, question and reflect through looking, talking, listening and writing about the visual world: interpret, analyse and recognise symbolic language with reference to groups of figures (e.g. musicians)
      - Create in 2D:
        Content/concepts/skills
        • Art elements – line, tone, texture, shape
        • Design principles – balance, contrast, emphasis
        • Themes to explore – observational projects (small objects and still life arrangements)
        • Variation of paper size and format
    - - Learners need to enhance their four language skills:
        
        Listening
        
        Speaking
        
        Writing
        
        Language and grammar concepts
        
        Their theme for this term is instructional texts, advertisements and role-play. Therefore they will complete their activities using instructional texts, advertisements and role-play(as far as possible).
    - - Properties of materials (Physical properties of materials).
        
        Separating Mixtures (Mixtures, Methods of physical separation, sorting and recycling materials).
        
        Acids, Bases and Neutrals (Tastes of substances, Properties of acids, bases and neutrals, Acid-Base indicators).
        
        Introduction to the Periodic Table of the Elements (Arrangement of elements on the Periodic Table, Some properties of metals, semi-metals and non-metals).
        
        Formal Assessments:
        
        Learners will get assessed on their practical experiment which falls in line with CAPS. The topics that are covered in the Experiment is; Acids, Bases and Neutrals.
        
        The rest of the topics will be tested in a form of an examination (Task 3) which will cover both Term 1 and Term 2 content.
    - - Learners must be able to work with ratios, percentages, angles in geometric figures and shape of a circle.